instruction July 28

Differentiating Instruction in an Online Classroom


Diversity is becoming common in our college classrooms. Not just diversity of race and ethnicity, but diversity of developmental levels and cognitive abilities. With our students’ diverse skills and experiences, faculty members find themselves teaching varied groups of students within one course. This raises the problem of finding a way to reach all groups. One answer, differentiated instruction, involves providing personalized learning for each group with content and processes that align with each student’s needs.

The Surprising Benefits of e-Textbooks May 17

The (Surprising) Benefits of e-Textbooks: A Study


In recent years, the soaring cost of college textbooks has added a new and significant financial burden to the rising costs of tuition for students. In the face of this reality, many students simply forgo textbook purchases. One study found that fewer than half of students purchase textbooks for their courses. Against this backdrop, the open textbook movement is making textbooks available to students for free. Dr. Andrew Feldstein, professor of marketing in the Reginald F. Lewis School of Business, Virginia State University, along with four colleagues, conducted a year-long pilot study during which 991 students in nine core courses in the VSU business school replaced traditional textbooks with openly licensed books and other digital content.The goal was to determine if there were benefits to using the free texts, and if so what they were.

Building a Pathway to Cultural Competence Through Academic Service Learning March 20

Building a Pathway to Cultural Competence Through Academic Service Learning


As colleges and universities seek to prepare students for professional careers in a diverse, global society, the attainment of cultural competence is an essential capacity that can no longer be overlooked. Cultural competence involves the awareness, knowledge, and skills needed to engage and collaborate meaningfully across differences through interactions that are characterized by mutuality, reciprocity, and respect. The Association of American Colleges and Universities (AAC&U), for example, has recognized the importance of global competence as part of a coherent approach to general education requirements. The AAC&U’s General Education Maps and Markers initiative emphasizes global engagement and the enhancement of cultural awareness that promotes the potential for students’ active citizenship and greater career fulfillment.

Service learning provides an important bridge to cultural competence in the undergraduate experience. Yet it is often viewed as a co-curricular activity, to be pursued outside the classroom and at the student’s own initiative. By contrast, course-based, academic service learning is a form of experiential education that takes place in credit-bearing courses guided by faculty. It is part of the academic curriculum in which structured activities in the community give rise to reflective activities, such as in journals, discussions, and papers. Such curricula can have significant diversity-related outcomes, such as increased understanding of social stratification, privilege, and the impact of differential access to opportunity.

Core Curriculum Improves Academic Rigor, Identity, and Retention March 20

Core Curriculum Improves Academic Rigor, Identity, and Retention


Concordia University Irvine recently adopted a core curriculum as a way to increase academic rigor, strengthen the university’s identity, and improve student retention. In May, the university graduated its first students to experience the core. In an interview with Academic Leader, Scott Ashmon, director of the core curriculum, explained the core’s design, implementation, and outcomes.

Paired courses

The core uses an interdisciplinary approach to “help students cultivate an understanding of comprehensive knowledge, and what we came up with was to pair certain courses,” Ashmon says. “The reason that that’s helpful is because you don’t have to go to certain departments and disciplines and say, ‘Can we borrow your faculty to create and staff some other course that is nondisciplinary?’ Rather, we can say, ‘We want disciplinary courses because we want students to be able to think in disciplined ways.’ That’s the ideal. It’s also easier to get departments and disciplines engaging in this kind of conversation if they can do it from within their disciplines.”